Problems and prospects of the introduction of bilingual education in non-linguistic higher education institutions as a factor in improving the quality of specialist training

Abstract

The article discusses the problems and prospects of introducing bilingual education in non-linguistic universities as a factor in improving the quality of specialist training. An analysis of modern research in highly rated journals has revealed a growing interest in this topic, but also discrepancies in terminology and gaps in the study of practical experience. The purpose of the work is to systematize conceptual approaches, propose a unified conceptual framework and identify key areas for improving bilingual programs, taking into account the specifics of non–linguistic universities. The methodology includes a comprehensive literature analysis, case comparison, and expert interviews (n=25). A terminological apparatus has been formed, including the author's definitions of bilingual education, subject-language integrated learning, and translingual competence. The main barriers to the implementation of bilingual programs have been identified: a shortage of qualified personnel (84% of experts note), insufficient motivation of students (76%), organizational difficulties (64%). A conceptual model of the phased implementation of bilingual education in non-linguistic universities has been developed, tested at the Russian Technical University (N=120). The effectiveness of the model is confirmed by higher academic performance (+18%, p<0.01), publication activity (+24%, p<0.05) and employment (+14%, p<0.05) among the program participants compared with the control group. The results obtained contribute to the development of the theory of bilingual education and are of practical importance for non-linguistic universities. Further research may be aimed at cross-cultural analysis of the implementation of bilingual programs.